Executive functions and household chores: Does engagement in chores predict children's cognition?

Abstract

Introduction:The benefits of completing household chores appear to transfer beyond managing day-to-day living. It is possible that chore engagement may improve executive functions, as engagement in chores require individuals to plan, self-regulate, switch between tasks, and remember instructions. To date, little research has been conducted on household chores and executive functions in children, for whom these skills are still developing. Methods: Parents and guardians (N = 207) of children aged 5-13 years (M = 9.38, SD = 2.15) were asked to complete parent-report questionnaires on their child's engagement in household chores and their child's executive functioning.Results: Results of the regression model indicated that engagement in selfcare chores (e.g., making self a meal) and family-care chores (e.g., making someone else a meal) significantly predicted working memory and inhibition, after controlling for the influence of age, gender, and presence or absence of a disability. For families with a pet, there was no significant relationship between engagement in pet-care chores and executive function skills. Conclusion:We strongly recommend that further research explore the relationship between chores and executive functions. It is possible that parents may be able to facilitate their child's executive function development through encouraging participation in chores, whereas chore-based interventions (e.g., cooking programmes) may also be used to target deficits in ability. K E Y W O R D S activities of daily living, child behaviour, child development, executive functions, pet-owner relationshipsThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

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“…Participants were recruited from individuals receiving support for physical and/or mobility limitations [ 39 ] and stroke rehabilitation [ 54 ]. Two studies examined the human–pet relationship in children, with one of these testing whether children who engage in a greater number of household chores have stronger EF skills, with household chores including pet care–related activities (e.g., feeding a pet, taking a pet for a walk) [ 38 ]. The final study examined longitudinal data from the Avon Longitudinal Study of Parents and Children (ALSPAC) birth cohort study [ 55 ].…”

“…In comparison, it does not appear that caring for a pet influences children’s EFs. In the study by Tepper and colleagues [ 38 ], there was no evidence to suggest that engagement in pet care chores predicted EFs, whereas engagement in other household chore types (e.g., children making their own beds) was a predictor of EF ability. Supporting this, the longitudinal study by Purewal [ 55 ] found no significant developmental differences between individuals with a pet, regardless of the pet species, versus individuals without a pet.…”

“…The quality of the four human–pet relationship studies could not be assessed using JBI checklists, which are not designed for longitudinal studies or cross-sectional research not pertaining to epidemiology and disease prevalence [ 49 , 58 ]. For these studies, we instead note the limitations inherent in these studies, including the use of convenience sampling [ 39 , 54 ] and that the cross-sectional data means that casual interpretations cannot be made [ 38 , 39 , 54 , 55 ].…”

“… Note . a = dissertation or thesis; b = study by Purewal [ 55 ] reports on participants recruited from longitudinal ALSPAC birth cohort study; c = broader ALSPAC research reports diagnoses including but not limited to ASD and ADHD [ 56 , 57 ]; d = in Tepper et al’s [ 38 ] study, 11.10% ( n = 23) participants had a disability, with diagnoses including but not limited to ASD, ADHD, and dyslexia; CLOX 1 = Executive Clock Drawing Task 1; CHEXI = Child Executive Functioning Inventory; CTT = Colour Trail Test; TEA-Ch = Test of Everyday Attention for Children. * p < 0.05.…”

“…In turn, this may improve inhibition and cognitive flexibility skills. Third, it has been suggested that activities related to pet care may improve overall cognitive skills [ 38 , 39 ]. For example, feeding a pet requires an individual to remember the feeding schedule, retrieve and pour the correct amount of food into a bowl, provide the food to the pet, and clean up afterward.…”